Instructional Note: The Argument-as-Story Exercise: Using Narrative to Foster Confidence and Autonomy in First-Year Writing

Teaching English in the Two-Year College Mar 2024

Instructional Note: The Argument-as-Story Exercise: Using Narrative to Foster Confidence and Autonomy in First-Year Writing

Heidi Diehl

Abstract

Modifying inclusive creative workshop models for FYW classrooms empowers student engagement and persistence and allows instructors with creative practices to effectively draw on their expertise to guide students’ writing of persuasive argumentative prose.

Journal: Teaching English in the Two-Year College
Published: 2024-03-01
DOI: 10.58680/tetyc2024513254
Open Access: Closed
Topics: first-year composition multimodality affect and writing

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Cites in this index (4)

Nicholes (2022)

Exploring Narrated Belonging in/through Disciplinary Writing

College Composition and Communication
Oleksiak (2020)

A Queer Praxis for Peer Review

College Composition and Communication
Hesse (2010)

The Place of Creative Writing in Composition Studies

College Composition and Communication
Elbow (2006)

The Music of Form: Rethinking Organization in Writing

College Composition and Communication

Also cites 3 works outside this index ↓

Kinzie (2022)

Education Disrupted: Students Beginning College during the COVID-19 Pandemic

New Directions for Higher Education ↗
Kuhfeld (2022)

Test Score Patterns across Three COVID-19-Impacted School Years

Educational Researcher ↗
Yancey (1998)

Reflection in the Writing Classroom.

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Instructional Note: The Argument-as-Story Exercise: Using Narrative to Foster Confidence and Autonomy in First-Year Writing

Abstract

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Cites in this index (4)

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